GOL19: Workshops

Workshop Presenters

Session Name


Christian Adair

Purpose Drive Black Male Leadership: Empowering Boys of Color through Group Mentoring

This professional learning opportunity will provide strategies for (1) engaging and leveraging the positive influence of the Black Male Role Model and his influence and impact for transforming the character of students, (2) learn how to navigate culturally biased nuisances and building capacity for overcoming barriers, and (3) exploring pathways that increase access and provide opportunities for the success of historically under-performing and disadvantaged students- to have a collective impact for improving academic success.

Keisha Allen

Using Restorative Practices to Propel the School-to-Career Pipeline

Before we can begin to repair harm, we must begin to restore relationships. This reflective workshop challenges systems that choose to only implement restorative justice without first implementing restorative practices. Participants will therefore walk away with a clear distinction between restorative justice and restorative practices. They will also walk away with key pillars needed to implement restorative practices in order to build a transformative environment that focuses on building relationships and community. The building of community and relationships are the beginnings of creating an environment that propels the school-to-career pipeline.

Lionel Allen

Feeding Forward: Feedback as a Tool for School Improvement

The provision of high quality feedback is the most important tool in the instructional leadership toolkit. During this session, we will unpack the potency of quality feedback and participants will learn how to schedule their days to build in time to conduct classroom observations, structure feedback conversations, and be exposed to several feedback protocols. This session will serve as a reminder that teacher development has to be a major priority in leadership work and that a commitment to providing high quality feedback will result in improved performance and stronger relationships with the teachers we support.

Lionel Allen

Creating a Culture of C.A.R.E.

As a result of exclusionary disciplinary practices, 1 in 4 Black males will spend some time in prison in their lifetime. To combat the inevitability of Black male incarceration, schools and school districts must be intentional about creating cultures of C.A.R.E.: cultures that are Culturally-relevant, Affirming, Responsive, and Empowering. In this presentation, participants will learn how these pillars help sustain physically and intellectually safe spaces that promote the success of young Black men and other marginalized student groups.

Rahesha Amon & Una-Kariim Cross

Mindfulness Rooted in Tradition | A Healing Vision with A Purpose

This interactive, dialogue-based, woman centered workshop will utilize professional literature and video on mindfulness and ritual for the purpose of encourage self-reflection on how we heal to address the whole. As educational leaders and educators who are charged with educating and cultivating strong and empowered young men and boys, it is imperative that we develop an essential toolkit for our own healing and growth so that we can incorporate healing and growth in our districts, schools and classrooms. We must identify the root cause of our own emotional roadblocks to ensure that we are not creating roadblocks for our youth.

Marshaun Bacon & Anthony Joplin

Healing The Healers: Support

This workshop will explore the reality of trauma for direct services providers, the mechanisms/ways "2nd hand" trauma impacts service providers, and strategies for healing and recvovery. This training will use interactive discussion that draws from research in the field.

Kima Reed, Jawana Johnson, Elizabeth Almonte & Donald Ruff

Helping You Soar the Eagle Way

The Eagle Academy Foundation (EAF) knows that a positive school climate and culture are essential to creating the conditions for young men of color to learn, thrive and succeed. Using VARK (visual, auditory, reading, and kinesthetic) learning styles, EAF will facilitate an interactive 90-minute session that is grounded in this philosophy and aligned to the promising practices of the Eagle Model, so that school district administrators and school leaders gain the necessary tools to build a transformative culture of achievement and foster the effective engagement of young men of color systemwide.

Byron Beaman

Sports Are Not The Problem. We Are. Finding The Balance Between Academics & Sports

There's a lot of talk about young men of color gravitating to sports and focusing their energy there and not exploring other opportunities. Participate in a workshop that will address how schools can use their athletic programs to bridge the gap between athletics and academics. The workshop will take a look at hiring practices and have an open discussion about how other programs are run within schools that limit opportunities for students who play sports and how we can change things for a more inclusive and well-rounded student development.

Jolisa Beavers

Creating Anti-Oppressive Teachers, Leaders and Parents through Principles and Pedagogy

Before we can work towards increasing opportunity for Black boys and men, we, as individuals, need to go on a self-reflection journey within ourselves and question the ways that we operate, and the ideas that we are unintentionally introducing to young men of color as they engage in their communities, schools and at home.

Beverly Brown, Chery Wagonlander & Margaret Green

Transforming Trajectories for Boys of Color Through Early Middle College

Participants will learn how state policy in Michigan has fueled the growth of Early Middle Colleges (EMCs). The presenters will unpack data about EMCs in the state drawn from the National Center for Restructuring Education, Schools and Teaching (NCREST) at Columbia University. This session will explain why hope is not a strategy and a dream is not a tactic when it comes to college and career readiness. In other words, participants will learn how systems that include accountable talk protocols, intentional public service, and purposeful wrap-around services can work to transform the lives of young men of color.

Mike Brown & Sundiata Salaam

Culture Killing: The Death of Marginalized Cultures in Educational Curriculum

Molefi Kete Asante laments the fact that “an African-American or Hispanic person [student] - in order to master the white cultural information - has had to experience the death of his or her own culture”. And on our best day, we as educators are yet unknowing participants in that cultural death as we stand in front of students to teach what we ourselves were once taught… but no more. Through partner activities, independent reflection, and critical group discussion spanning all core subjects, teachers in this session will learn to highlight student culture in daily lessons and create culturally empowering moments that students will never forget.

Michael Carrauthers & Wendy Carrauthers

Instructional strategies for educators with students on the autism spectrum: a guide

Participants in this session will learn about how to engage students and deliver effective instruction to students with Autism Spectrum Disorder(ASD) that are mainstreamed into their classrooms. This workshop will explain ASD and offer educators specific strategies to deliver effective education to these students while meeting the needs of other students in the mainstreaming process.

E. Lydell Carter, Max Jean-Paul, Osei Owusu-Afriyie, Derek Jones & Greg Lucas

Data practices that promote conversations and supports for young men of color.

Emerging research and literature is frequently focused upon issues of equity in education, particularly for boys of color; a variety of promising practices are being highlighted across the educational landscape. While communities and school districts are investing in this work, often the approach is supplemental to school function and structure. This workshop will highlight a network leveraging data tools and processes to think critically about how they are supporting young men of color and how this work is being captured as part of school wide planning. Participants will explore how to move from theory to implementation and addressing the barriers.

Charles Curtis, Arman Lakes, Patricia Odom & Dwaine Cosey

Love & War: Beyond the restorative circles

Restorative justice is a phenomenon du jour in many progressive academic spaces although it is woefully under-explored and poorly conceptualized. This workshop will allow practitioners and stakeholders alike to create a more robust and functional framework to engage restorative practices. More specifically, stakeholders and practitioners alike will learn that restorative practices are as much discipline related as they are academic and social/emotional. Educating the whole child from a restorative paradigm is the only mechanism of engaging substantive change for the most vulnerable, traditionally oppressed populations.

Rashid Faisal

Developing Students' Academic Identity

Too often deficit paradigms and research are used to explain African American male school performance. Participate in a workshop that not only frames the schooling experiences of African American males from an asset paradigm, but one in which easily replicable evidence-based practices and experiences are shared from the presenter's experience as a building leader and as an educator of school-aged Black boys. Participants will leave the session with evidence-based strategies to build African American males' academic identity or long-term commitment to scholastic success.

J D. Fergus & David Baird

Culture and climate shift: Support and Accountability during Restorative Transitions

During this time of transition from conventional schooling to restorative practices in education, many questions arise. How do we create staff and student buy-in? Where is the time for Circle? What are the consequences? Where is the discipline? How do we support and hold each other accountable? Participants will explore these questions plus share and develop strategies to create a supportive environment during the transition from conventional school culture to one that utilizes restorative practices in education.

Paul Forbes & Ruby Fernandez

The Role of Implicit Bias and Restorative Practices in Addressing Systemic Inequities in NYC Public Schools

When Schools Chancellor Richard Carranza arrived in NYC in March of 2018, his vision was clear – we are moving toward a more equitable school system for all students. Under his newly formed Division of School Climate and Wellness, where two of the priorities are: 1) reducing suspensions and disparities in suspensions and 2) transforming outcomes by tackling inequities in all forms throughout the system, we are seeing how intentional efforts are leading to direct impact with students in classrooms, schools and communities. During this interactive session, participants will learn about the work that is being done in NYC to create spaces for educators to look in the mirror in order to examine and address their own implicit biases. They will also learn about the intentional efforts that have led to a reduction in suspensions as well as the length of suspensions. 

Hayden Frederick-Clarke

Examining Bias in School Curricula

A demonstration of how to use "The 7 Forms of Bias Protocol" to thoroughly vet instructional materials for bias, address it when identified, and build critical literacy among students. Participants will actively employ the tool in a few rounds of audience-driven analysis.

Brandon Gleaton & James Holly Jr.

Engineering Habits: 6 strategies to empower our young boys to succeed.

This workshop is designed to engage educators in utilizing engineering education as a strategy to equip boys of color with the problem-solving abilities often attributed to engineers, in a way that can be exercised in non-engineering contexts. Participants will get experience applying engineering habits of mind to their daily lives and training to help their students make the same transcontextual connections. In addition to improving and expanding the critical thinking skills of boys of color, this pedagogical tool exposes boys of color to engineering in a culturally relevant way, while also enhancing their awareness and interest in civic engagement.

Melissa Gurney & Christopher Carr

Disrupting the Paradigm of Oppression for Progression

Where do white people come from? Why do we keep teaching things we don't know? How does this lack of knowledge tie into assumptions about blackness in urban education? We hear about STEAM, project based learning and VR classrooms but none of them disrupt institutionalized systems of oppression. This workshop is here to deconstruct and reconstruct what we assume to be blackness in urban education, the role of academic institutions, nomenclature/taxonomy within interdisciplinary scholarship and how existential crisis drives authentic, intellectual investigation. No more binary approaches to learning, no more denial of marginalization. 

Lamar Hancock, Burlin Germany, Samuel Briant & Micah Allen

Upsetting the Setup: How Kingmakers of Oakland Counter the Narrative!

The African American Male Achievement (AAMA) Leadership Team will set the stage for an interactive workshop lead by AAMA Student Leadership Council (SLC). The workshop shares the history, lessons learned (using examples from Khepera Curriculum) and impact of how a school district improves the educational outcomes of AAM students.

Brian Harris

Dancing Through the Debris: A Mindful Movement Approach to the Impact of Trauma and Black boys

The impact of trauma among boys of color creates a sense of grief and loss and negatively affects their academic, social, emotional and spiritual trajectory. There is a need for boys to return to a place of wholeness, where their goals and dreams can be accomplished and their destiny fulfilled. This workshop addresses how mindfulness practices and creative movement are used to transform the social and emotional development of Black and Brown boys and provides educators step-by-step methods to incorporate mindful practices/meditative exercises in the classroom in order to create a community of peace, equity, empathy and love.

Phyllis Hubbard

Transformational Leadership from the Inside Out

Racism, gender bias and other forms of marginalization combine to intensify social and psychological stressors of leaders and boys of color. The internalization of stress wreaks systemic havoc on their physical, emotional, mental and spiritual health. Over time, internalized stress fosters unconscious, learned, hard-wired behaviors that perpetuate more suppressed anger and frustration. This interactive workshop teaches skills to transform the leadership potential for the BMOC field from the inside out through somatic practices that cultivate self-mastery and empowerment to help boys of color and the leaders who work on their behalf to thrive in all areas of life.

Truman Hudson Jr& Roland Coloma

Intersectionalities of Race, Sexualities and Education: An Asset Based Framework

Counter to the dominant narrative, boys and men of color who identify as GBTQ+ and as allies possess assets that enable them to navigate the complex terrains of race, class and gender identification in educational settings. In an effort lift up their power, this workshop will engage in interactive activities that will help participants explore asset-based strategies that support the development of boys and men of color who identify as GBTQ+ and as allies in PK-16.

Mariano Humphrey & Alex Monteiro

The Effectiveness of African Centered Therapy for Male Students of Color.

The field of psychology has studied individuals from a strictly Euro-centric point of reference. As a result, minority populations have consistently been pathologized. It is important to be aware of the various culturally competent practices at our disposal so that we may continue to instill Hope, Wellness and Recovery in the lives of male students of color. One of the most pertinent barriers to providing mental health services to the African American community is engagement. One treatment approach that has demonstrated effectiveness in the engagement, and addressing the mental health issues of African American Males, is the African-Centered Psychology Approach.

Orville Ingram

Invictus: Young Men's Empowerment Group -- How to design, organize, lead, and facilitate a school-wide program that connects the authentic experiences of BYMOC to their school and community

While many of our young men are bright and responsible citizens, some do struggle academically and socially. We can change that dynamic through an advisory or school-wide program that connects their authentic experiences to school and community. A well-designed program will empower our young men by helping them develop good leadership skills and become engaged and responsible citizens. Participants will learn how to and begin the process of designing a school-wide or community program through shared experiences; exemplars; provided with resources to begin the process in their school and community; and ideas on a framework for engaging students academically and socially.

Varzi Jeanbaptiste & Amy Rubinson

Disrupting the 'Foster Care to Prison Pipeline'; Saving our Sons through Education

Utilizing protocols, research and evidence-based practices, we will engage participants in unique opportunities and challenges faced by boys and young men of color in the dependency system. Share nation-wide data focused on personal, academic and professional outcomes. Post-secondary education IS an option for boys and young men of color experiencing foster care and we will share ways of learning. At Educate Tomorrow, our approach is rooted in the holistic development of our students, with individualized coaching over a long period of time focused on improving academics, economic stability, access to stable and affordable housing, and physical/emotional well-being.

Jennifer Lewis & Jeffery Robinson

TeachDETROIT: Preparing New Teachers to Educate Boys of Color

Participants in this session will hear an overview of the work in TeachDETROIT and then break into small groups to hear TeachDETROIT graduates talk about the experiences that helped them learn to teach boys of color in Detroit schools. Although many courses prepare teacher candidates to work with children in high-poverty urban settings, this program is designed specifically for children in Detroit schools. Drawing on the work of Powell (2012) and Thomas (2013), the course addresses the learning needs of children in the context of the historical, economic and social issues specific to Detroit.

Akeem Lloyd

Breaking The Cycle, Removing The Mask

Participants should expect to participate in discussions that focus on identifying the support young boys and men of color need when removing the mask. Participants should expect to be challenged in a way that will allow them to draw from their own personal experiences of removing the mask. Participants should expect to have dialogue involving the cycles that hinders young men of color from embracing mental health and healthy practices for healing. You will engage in small and large group discussions, reflect via written responses, and you will leave having discussed best practices. Most important, you will have fun.

Afiya Mbilishaka

Shop Talk: The Role of Barbershops in the Socioemotional Development of Black Boys

The barbershop serves a cultural hub for African American communities and barbers often serve as advisors to African American boys and men. However, educators have neglected in-depth assessment of the significance of hair in shaping identity and for informal education for African American boys and men. This workshop amplifies the lived experiences of African American boys as they negotiate racial and gender identities through hair care through narrative. Hair care spaces and barbers can be an entry point into greater self-understanding and socio-emotional development for African American boys.

David Miller

Transforming the Lives of Young Males of Color through Literacy

This workshop is designed for teachers, principals, and other professionals in the field of education that are interested in getting young males of color excited about reading and writing. The workshop will present best practices and “success strategies” for implementing reading and writing interventions for young men of color. Participants will explore literature that engages young males, both fiction and non-fiction, and how to assist young men to make reading selections that will keep them engaged and motivated to read.

Hector Montenegro

Social Emotional Learning (SEL) in the Learning and work Environment: The Qualitative Difference in the Success or Failure for Linguistic and Culturally Diverse Populations

Students who feel marginalized, disconnected, and disengaged socially and emotionally from their school community will be less inclined to engage academically. This session will focus on fostering a balanced academic-SEL instructional model for African American and Latino students (and English Learners) that is systemic and inclusive and that enhances student’s intrinsic motivation to want to learn, and fosters a safe and inclusive learning environment. Participants will learn about the Five Core SEL Competencies, adult modeling of SEL, pedagogy that is child centered, cooperative and inclusive, and instructional leadership that organizes and coordinates school-based structures.

Kristy Moore & NaShonda Cooke

Union/District Collaboration for boys of color

In this session attendees with learn how to work with NEA to help begin programs for boys of color in their districts.

Quan Neloms

Black Men Engaging Black Boys Utilizing Art & Digital Media

Programs within Detroit's public school district are actively working to consistently involve Black men from the local community in the learning of its students. This workshop will look at innovative and replicable programs including Lyricist Society, a digital media program, that are simultaneously engaging students and men in school’s communities.

Gloria Ojimba, Kwame Adams & Robert Williams-Hinton

Inclusive Understanding for Historically Excluded Groups: Fostering Math Achievement Amongst a Diverse Student Population

“It takes a village to raise a child,” is a proverb understood by the members of the Burke High School Math team of Boston, and our students have been excelling in mathematics due to this. Knowing that our students are arriving to high school lacking essential mathematical concepts, we make it a point to be purposeful in our interventions. Our interventions prioritize self-awareness alongside academic achievement, assuring that students understand the importance of owning their learning. Given the variety in our students’ academic ability and social awareness, we aim to share best practices for an engaging wholistic math experience.

Helen Oliver-Brooks

Combating Adverse Childhood Experiences (ACE) Supports Resiliency

Before our students are ready to discover and master academic skills by actively engaging in the process, adverse childhood experiences must be addressed. Participants will review the Adverse Childhood Experiences Study (ACES) and define trauma/toxic stress and discuss the potential impacts of trauma on the developing brain. In addition, we will examine the effects of trauma and toxic stress on children and generate some resiliency strategies to support the students.

Sol Pakes

Raíces y Ramas: A Young Men's Affinity Group Exploring LatinX Identity and Heritage

In the workshop participants will review a variety of concepts, activities and structures used by Raíces y Ramas (Roots and Branches) to facilitate the affirmation of LatinX culture in the United States. Participants will also participate in several activities geared towards the formation of boys and young men, and discuss why this work is so critical to our society, now more than ever.

Terrence Paulin, Adofo Muhammad & David Blake

Academic Empowerment Is The Birthright Of Every Child: Creating Sustainable Structures For Practice

Establishing a community mindset designed to drive and inspire academic and personal success is critical if we are to improve achievement outcomes for young men of color. One vision, one collective goal. This workshop will share best practice strategies that will inform how to cultivate a vision of empowerment and investment among schools and the supporting district. We will provide an opportunity to learn and explore a model of collaborative practice among school and district leaders to build sustainable structures to further advance leadership development, community investment, and personal agency for young men of color.

Michael Payne, Deborah Parizek & Brandon Lane

Developing Strong Black Male Educators for Our Youth

Equipping black male educators with tools and mindsets from design and systems thinking uniquely positions them to ensure that educational experiences are more tailored to their specific students. In this immersive, hands-on workshop, you’ll learn about an MBK-Detroit project breaking new ground in educator development and engage in a related co-creation activity to envision future educational environments that lead to ambitious, culturally relevant and meaningful outcomes for students of color. You will return to your community equipped with your next action step, as well as tools and methods to engage others in similar honest conversations about advancing equitable learning environments.

Cherron Ramsey & Kristi Hanby

Fostering Students' Mathematics Agency: The Intersection of Culture and Mathematics

As teachers, do we find a space for culture in our mathematics classrooms? Do we support our students to read the world with mathematics? In this session we will explore why it is essential for students to read the cultural world around them with mathematics. Learn as we engage together in critical pedagogy, identifying how the world around us can be explained and critically discussed through students’ mathematical models.

Zena Ronbinson-Wouadjou & Vanessa Emile

Defining Me (Self, Voice, Purpose): Culturally Responsive Literacy Frameworks for BUILDING Self-Leadership & Community Service Mindset

Through Defining Me (Self, Voice, Purpose), participants have an opportunity to learn about SchoolWideRead’s (SWR) culturally responsive approach to literacy and school culture r/evolution. The session invites attendees to experience (SWR) Discussion Day, a signature component of the model. Through a text-based, restorative talking circle, educators, students, and community advocates explore the narratives of boys and young men of color and share personal insights on how the curriculum, practices and experiences in our learning communities contribute to our capacity to define ourselves, lead and serve with purpose. Walk away with strategies to implement and a new network of collaborators.

Christopher Rutherford, Tim Muhammad, Adrienne Rutherford & Quan Neloms

African Centered Education and Detroits Legacy of Student Activism

The legacy of progressive Black political activism at Wayne State University in Detroit, among both students and faculty, runs long and deep. In April of 1989, over 150 African-American students took over the administration building at the University for 11 days. The purpose was to force the institution to transform the Center for Black Studies into a degree-granting department of Africana Studies (now African-American Studies). This panel discussion will reflect on that history, its impact on the community and African centered education across the country.

Jamila Sams

Creating Meaningful Connections Through Advisory

Students who do not feel connected to their school community have poorer attendance and drop out more than students who are a part of a supportive school environment. For young men of color, it is paramount that schools establish positive cultures where education is used as a tool for liberation and empowerment. Creating Meaningful Connections Through Advisory provides participants with a framework to develop an advisory program within their school. Advisory is a scheduled period of time where adults create safe spaces to have discussions and activities with students that address personal challenges, academics, social‑emotional growth and career‑oriented goals.

Bunmi Samuel

Black and Disabled: The Reality of the Myth of Tertiary Citizenship

A rare conversation discussing the presence and invisibility of Black People who have disabilities in today's society.  There are approximately 58 million people categorized as having a disability and within that population people of color approximately 6 million report as having a hearing, vision, non-ambulatory, cognitive or self-care.  What does this mean? Why does it matter? The conversation will explore the everyday lifestyle, address the invisibility of race and disability, and challenges of being Black and Disabled. The session is the opportunity to redefine terminology, perception, and standards of access.

Curtis Smith, Bernard Abbo & Thomas Mcbryde

Culturally Responsive Mindfulness in Schools of Color: How Mentorship, Art, and Movement are transforming NYC District 19 All the Way up!

Culturally responsive mindfulness has promoted progressive success within our district community and we’d like to share how in our workshop. Mindfulness has been at the forefront of our successful My Brother's Keeper Mentorship and Rites of Passage program. We’ll delve into mindfulness tools and strategies from the perspective of a educator, principal, and superintendent uncovering the foundation that’s currently transforming a community with data-driven results in academic and character improvement. We’ll engage in guided practices, small group discussions, and active group work around the mindfulness tools that support academic, mental, and social emotional health.

Nathan Spencer, Richard Bacolor & Lisa Ogiemwonyi

Equity in Science Learning: A 3-Dimensional Experience

The Next Generation Science Standards are a group of K-12 research-based standards based on rich science content and best practices in science education. The NGSS present a strong case of “all science standards for all students”. Equity is promoted through disciplinary practices including using productive discourse, using phenomena, model-based reasoning, scientific argumentation and explanation. In this session participants will engage with disciplinary strategies that are at the heart of equitable teaching practices.

Matthew Stevens

Fourth Fridays For Fathers

In this interactive session, the audience will separate into four sections which correspond with the objectives of the Fourth Fridays for Fathers program (Read, Play, Inspire and Mentor). The audience is provided with a series of strategies to engage men in these four areas and will be taught how to apply them in a school environment. The workshop is based on the successful implementation of the F4 program.

Zuri Stone & Robin Walker

Creating a Cohesive Culture

Restorative practices are often confused with restorative ‘justice’ or a replacement school discipline model. It is actually a way of influencing the culture of an organization from top to bottom. We like to call this a ‘Cohesive Culture’. Creating a strong, cohesive culture is essential for students, employees, and all members of an organization community. This workshop delivers the crucial tools and techniques necessary for successfully creating and maintaining a restorative culture in your organization.

Dudney Sylla & Desiree Robertson

Exploring Masculinity, Gender Identity and Mentoring to Support Young Men of Color

This session will highlight Conversations About Masculinity: How Mentors Can Support Young Men of Color, a research-backed and youth-informed guide to unpack the timely and critical topic of toxic masculinity. Our collective understanding of gender is evolving, and how we understand masculinity is evolving with it. This session will provide practical tips to support the development of relationships that encourage young men to explore expressions of masculinity that serve healthy decision making, self-development, and care for others.

Ronnie Thomas

Fun Weird Science

Science is something that students have to DO. Take part in this OPPORTUNITY to interact with Fun Weird Science strategies as we model engaging hands-on learning experiences guaranteed to keep your scholars hooked. Participating families will benefit from and engage in a variety of STEM-based activities designed for use as lesson hooks, driving focus and/or extensions. Session topics to include but not limited to chemical reactions, force and motion, heat energy, polymers, aeronautics and life cycles.

Anthony Watson, Wendy Fine & Anthony Ramirez-DiVittorio

Getting Better Educational and Behavioral Outcomes for Boys of Color in Chicago

Leaders of the Becoming A Man (BAM) program will offer a deep dive into the BAM program model, its social-emotional learning, educational, and crime outcomes, and share lessons learned from the practitioner perspective about building evidence and scaling what works with youth. Learn about the characteristics of BAM Circles and the program’s approach to training and coaching staff so that they may implement the program with fidelity. Participants will experience a simulation of the program’s dynamic check-ins, storytelling, and group missions from the BAM curriculum. Participants will also preview qualitative research from youth to uncover the program components driving student success.

Desmond Williams

A Second Education for Black Educators

Participants will engage a journey of self-discovery, while plotting a path forward. The presenter, Desmond Williams, will share his journey toward a second education to uncover the best methods for educating Black Boys. In this session, participants will uncover their “textual lineages” (books/authors/researchers that impacted them as practioners and educators). Participants will design an IDEP (Individualized De-colonized Education Plan). The IDEP is a personalized learning plan designed to help teachers, principals, psychologists, and all practitioners better support boys of color in school.

Virginia Winters & Rosalyn Shahid

Equity Mindsets that Facilitates Learning for Boys of Colors

In order to realize our mission of successfully educating ALL students and eliminating the achievement gap, educators must develop critical cultural competence as a tool for working with all students, particularly boys of color. In an interactive workshop, participants will:  a) Explore and unpack five conceptual mindsets about diversity that mitigate the achievement/opportunity gap for Boys of Color; and b) Apply these equity mindsets to literacy practices and come away with effective literacy strategies to use with Boys of Color.

Jonathan Wynne, Jayonne Wynne & Jessica Wynne-Dossouyovo

Creative Problem Solving Through Design Thinking

If innovation is driving us into the future, then what are the keys? The answer is design thinking. Participants in this workshop will learn the design thinking process and how it can be used for creative problem-solving to tackle critical barriers to academic achievement in the school, community and home setting. Be prepared to walk away with a proven process in your toolbox as you effect positive change for Black and Brown boys in your communities.